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Lecture - 3
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What is a Traditional Literature Review?
Why Write a Literature Review?
How is a literature review different from an
academic research paper?
Writing the review. How to Organize your Literature Review?
What is Included in a Literature Review?
What is Left Out of a Literature Review?
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In its simplest form, a literature review is a
list of relevant books and other sources, eachfollowed by a description and comment on itsrelevance.
When it is part of a project, a literaturereview is a systematic way of showingevidence of your reading and how it relates to
your investigation.
As part of a research project, a literaturereview can be used to focus the research.
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Without reviewing the existing literature, a
researcher starts from a dark room, heading
towards a badly designed study that is poorlycarried out and produces findings of little
importance.
Similarly to policy makers and practitioners,
reviews of the relevant literature will allow
informed choices to be made regarding the
costing, planning and implementation of
proposed interventions.
The review is therefore a part of your academic
development of becoming an expert in the field(Hart, 1998:1).
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The review of literature can prove an invaluable
asset to a range of people, including practitionersand researchers, teachers and students, to work
more quickly and effectively.
In any discipline,research is incremental. Itbuilds slowly and steadily on the work of past
researchers,literature provides a summary ofwhat is known.
A new research project not only needs to have a
good recap of the current state of knowledgebut also the strengths and weaknesses of each
of the earlier approaches in making an informed
choice.
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Reasons for reviewing theReasons for reviewing the literatureliterature -- 11
a. The preliminary search
This helps researcher to generate andrefine research ideas.
b. The critical review
As an essential part of research it
requires researchers to;i. demonstrate his/herawarenessof the current state of knowledge and
ii. show how his/her research fits
in the wider context of research area.
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To provide foundation to build research on
To develop a good understanding and insightinto relevant previous research and emerging
trends To help researcher to identify theories and ideas
that researcher test using data (deductiveapproach)
To help researcher to relate his/her ideas and
theories developed through inductive approach To help researcher to refer whether his/her
research findings are in line with the availableliterature or are in contrast to those
To identify other research that may be in
progress To help avoid charges of plagiarism
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8
Chronological
By publication date
By trend
Thematic
A structure which considers different themes
Methodological
Focuses on the methods of the researcher,
e.g., qualitative versus quantitative
approaches
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Basically, any approach that works for YOU is
appropriate. One possible procedure follows.
1. Arrange your notes in a logical order. If you are
having difficulty seeing an order, look for clues in
the sequence of your ideas or tryconcept
mapping the topic.
2. Identify the main ideas - sorting your notes to fit
under the headings.
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3. develop a table of contents, that can then be
fleshed out with descriptive bullet-points
(annotated table of contents). Bysubjecting
an annotated table of contents (or outline) to
review, a novice researcher can receive a self
leading advice on contents and structure of the
planned literature review.
4. Example follows
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Example: a step-by-step, hierarchical list of the points
you plan to cover, e.g.,
1st main idea
1st supporting point
evidence, argument, or example
evidence, argument, or example
evidence, argument, or example
2nd supporting point
evidence, argument, or example
evidence, argument, or example
evidence, argument, or example
2nd main idea, etc
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subtopic
Topic
subtopic
subtopic
subtopic
subtopic
subtopic
subtopic
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Home visits
Academic
achievement
Homework
assistance
Home-school
communication
Parent
involvement
volunteerism
barriers
Teachers beliefs
Involvement in
decision making
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Try to avoid long lists of supporting points. Combine into
related ideas.
If you can't decide where to put something, put it in two
or more places in the outline. As you write, you can
decide which place is the most appropriate.
Now you are ready to write your review.
Introduce the topic and give a brief statement of the main
ideas.
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write some plausible synthesis or analysis for these ideas
using headings according to the step-by-step hierarchical
list and guide the reader through the material.
If the literature review is part of a research project, stop at
the end of each topic, to mention the main relevant ideas and
how they fit together relating to your research.
leave it, then reread, edit and revise what you have
written, to make sure that it makes sense and 'flows' in a way
that the reader will understand what you are tying to convey.
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Considering the limits in terms of the time and space and
remember the following list of dos and donts:
Do
identify and discuss the key relevant landmark studies
on the topic;
include as much up-to-date material as possible;
check the details, such as how names are spelled; show that you are selective, analytical and critical;
manage the information: have a system (as discussed
earlier) for records management;
make your review worth reading explaining how your
topic is different.
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Donts omit classic works or discuss core ideas withoutproper reference;
discuss outdated or only old materials;
misspell names or get the date of publication wrong;
use concepts to impress or without definition;
produce a list of items, even if annotated; a list is not
a review;
accept or believe everything that is written;
drown in information by not keeping control;
make silly mistakes or be boring.(Hart, 1998: 219)
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The contents and structure of review - 1
Important aspects (contents)
(to be covered) To include the key academic theories To demonstrate researchers advanced
knowledge ;
To show links between present and
previous research; To assess the strength and weaknesses of
previous work; including omissions andbias; and
To justify arguments by referencingprevious research.
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The contents and structure of reviewThe contents and structure of review -- 22
Start at a more general level;
Provide a brief overview of key ideas;
Summarize, compare and contrast the work of the keywriters;
Narrow down to highlight the work most relevant tothis research;
Provide a detailed account of findings of similar work;
Highlight those issues where this research willprovide fresh insights; and
Lead the readers into subsequent sections of thisresearch which will address such issues.
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The literature review process
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a. Define the parameters of the research, whichare:
a. Language of publication (for exampleEnglish)
b. Subject area (for example accountancy)
c. Business sector (for example manufacturing)
d. Geographical area (for example Asia)e. Publication period (for example the last 10
years)
f. Literature type (for example refereedjournals)
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a. Generate key words and search terms
a. Key words or search terms help describe
research question(s) and objectivesb. Using Relevance Tree can prove a good tool
in generating key words; a worked example forgenerating key words through Relevance Treeis provided in Additional Reading Materials on
page 13)c. Key words are used to search the tertiary
literature
b. Discuss ideas as widely as possible
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Planning and conducting literature searchPlanning and conducting literature search -- 22
Conducting literature search may involvea variety of approaches, namely:
Primary literature sources;
Secondary Sources i.e. books andjournals already studies;
Tertiary literature sources Table 3.2 entitled Tertiary literature
sources and their full coverage isavailable at pp.14-15 of AdditionalReading Materials.
(Next Slide for discussion)
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Literature sources
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Scanning and browsing secondary
literature available in the libraries;
Table 3.4 entitled Selectedpublishers and bookshops
Internet addresses is available at
p.16 of Additional Reading
Materials.
Searching using Internet.
See next slide and pp. 17-18 of
Additional Reading Materials.
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Planning and conducting literature search3: searching the Internet
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Define the scope of your
review
Assess relevance and value
Assess sufficiency
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Recording the literatureMake notes for each item you read
Record the following Bibliographic details
* See details in Table 3.6 available at p. 19 of Additional ReadingMaterials. Check also Appendix 2 entitled Systems of referencingavailable at pp. 20-26.
Brief summary of content* (covered in slide 4 & 5)
Supplementary information
* See details in Table 3.7 available at p. 19 of Additional ReadingMaterials.
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Referencing the references
ExamplesIn text:
Saunders, Lewis and Thornhill (2009)
In references (or bibliography)Saunders, M.N.K, Lewis, P. and Thornhill, A. (2009)Research Methods for Business Students (5th edn),Prentice Hall
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Four common forms
Stealing material from another source
Submitting material written by another
Copying material without quotation marks
Paraphrasing material without documentation
Adapted from Park (2003), cited in Easterby-Smith et al. (2008)
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WE ARE NOW GOING TO HAVE A BRAINSTORMING
DISCUSSION ON RESEARCH TOPICS SELECTED, AND
RESEARCH QUESTION(S) AND RESEARCH OBJECTIVES
DEVELOPED BY VARIOUS GROUPS
RESPECTIVE GROUPS ARE INVITED TO PRESENT THEIR
CASES
The audience is invited to provide their input on the
topics selected, and research question(s) and
research objectives developed by the groups.
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Individual students assignment1. You, individually as well as in group, refine and finalyse
your research topic, research question(s) and research
objectives in light of the feedback received through class
discussion.2. After finalizing your research questions, you will be in a
position to initiate at least the first two steps of the
literature review process, meaning that you can define
parameters and generate and refine keyword for your
research topic, as per material provided in slide 8.
3. Please do so as per guidelines (a) & (b) of slide 9.
4. Please generate keywords and search terms using
techniques known as relevance tree (Slide 9).
Continues on next slide
Assignment 3
REVIEW OF LITERATURE - 1
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5. Now take the next step in conducting the literature search; and
the first step here is searching using tertiary literature sources
(Slide 10), using the keywords and search terms you have already
generated. Find relevant references, save materials with you as soft
copies, record bibliographical details as per guidelines given in slide
13, and make a list of references as per pattern of slide 14, for
inclusion in your report.
6. You will do this all individually, and your individual reports will be
annexed with your group report to be submitted in next week-class.
Groups assignment:1. Exchange reports with each other, evaluate report of at least one
colleague, hold a group meeting and finalyze group report.
2. Be ready to make a presentation in next class on the Relevance
tree prepared and Keywords and search terms generated by your
respective group.
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Use of an already generated data file TEACH.SAV An introduction of Teach.Sav data file is provided in
Additional Reading Materials pages 55 63.This data file
consists of data about 347 people recruited to work for aUK firm; we will use data contained in this file for various
SPSS exercises.
Lets Upload the file, taking the following steps.
i. O
penSPSS
ii. Click FileOpenData.
iii. Locate data file Teach.Sav file on Instructors
directory on D:\.........................\CHISHTI drive.
iv. Open Teach.Sav by double-clicking on it.
v. Study the data provided and its nature/check howvariables have been coded (in Variable View).
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